DEVELOPING A MODEL FOR MEASURING ESTONIAN EFL LEARNERS' LANGUAGE LEARNING STRATEGIES

被引:0
作者
Saks, Katrin [1 ]
Leijen, Ali [1 ]
Taht, Karin [1 ]
机构
[1] Univ Tartu, Tartu, Estonia
来源
INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE | 2015年
关键词
adaptation; confirmatory factor analysis; EFL; language learning strategies; questionnaire; reliability; SILL; validity;
D O I
暂无
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Foreign language skills are inevitable in today's globalizing world. Its acquisition is supported by developing learners' language learning strategies (LLSs). Different researchers have come out with different taxonomies of LLSs but the evidence of their validity is controversial. In the current study the validities of three alternative models of LLSs are compared on the basis of empirical data. The goal of the study is to (1) modify and confirm the hypnotised models of the SILL, and (2) describe the respondents' use of LLS. The structure of the translated and adapted Estonian version of the SILL (Est-SILL) was tested with 269 students. The results of CFA indicated that the modified and respecified six-factor model provided a fully acceptable fit to the data. The Est-SILL confirmed four strategy groups-metacognition, social, compensation and memory-similarly to the original SILL, and two new strategy groups-active language use and connecting strategies that resemble strategy groups by Cohen [1], and O'Malley and Chamot [2].
引用
收藏
页码:1241 / 1247
页数:7
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